Author: Talia Delmonico Grade Level: 6 Course: General Science
Purpose of Unit
All living things are composed of matter having characteristic properties that distinguish one substnce from another. The purpose of this unit is to teach students about matter. Using videos, having discussions, and experimenting in laboratories will help students understand the content of this unit. There are alot of misconceptions about matter and compounds and molecules. In this unit,standards of measurement will be introduced to students as well as types of chemical reactions.
First, students will start by identifying properties used to describe matter. Elements will be discussed and the periodic table will be introduced, the relationship of elements and compounds will be discussed,as well as the properties of a mixture . Next, students will be introduced to weight, mass, volume and density. This will be followed by lessons about the changes in matter and then energy and matter. Students need to know what happens to a substance when it changes state and the differences between a solid, liquid, and gas.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Outline: Chapter 1: Introduction to Matter
Show video preview to introduce the chapter and provide overview of chapter content. Discussion question: What makes seawater undrinkable? (too much salt)
Section 1: Describing Matter
Reading Preview: Have students create KWL chart and fill out first two columns before reading
Hand out "Matter of Fact" and "What State Are We In?" (the state of confusion of the state of classification) Read and Discuss
Introduction to key concepts: What kind of properties are used to describe matter? What are elements, and how do they relate to compounds? What are the properties of a mixture?
Defining Elements: display a periodic table in classroom. Emphasize that elements are the simplest substances.
Lab: What is a Mixture?
Show Video Field Trip (Students will learn about water purification and understand differences between mixture and pure substances)
Assessment
Section 2: Measuring Matter
Preteach: Sink or Float (demonstration with 2 bars of soap)
Introduction to key concepts: What is the difference between weight and mass? What units are used to express the amount of space occupied by matter? How is the density of a material determined?
Introduce key terms: weight,mass,volume,density,International System of Units
Lab: Drawing conclusions (triple beam balance and objects of different mass)
Handout: "Matter,Matter Everywhere"
Assessment
Section 3: Changes in Matter
Relate cause and effect
Inroduction to key concepts: What is a physical/chemical change? How are changes in matter related to changes in energy?
Introduction to key terms: physical change,chemical change,law of conservation of mass,energy, temperature,thermal energy.
Introduction to key concepts: What are some forms of energy that are related to changes in matter? How is chemical change related to physical change?
Introduction to key terms: kinetic energy, potential energy,chemical energy,electromagnetic energy,electrical energy
Show Video Assessment to review chapter content and as a prompt for a writing assignment.
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class.You should use the RI Lesson Plate Template to develop each lesson.
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: Introduction to Matter
Author: Talia Delmonico
Grade Level: 6
Course: General Science
Purpose of Unit
All living things are composed of matter having characteristic properties that distinguish one substnce from another. The purpose of this unit is to teach students about matter. Using videos, having discussions, and experimenting in laboratories will help students understand the content of this unit. There are alot of misconceptions about matter and compounds and molecules. In this unit,standards of measurement will be introduced to students as well as types of chemical reactions.First, students will start by identifying properties used to describe matter. Elements will be discussed and the periodic table will be introduced, the relationship of elements and compounds will be discussed,as well as the properties of a mixture . Next, students will be introduced to weight, mass, volume and density. This will be followed by lessons about the changes in matter and then energy and matter. Students need to know what happens to a substance when it changes state and the differences between a solid, liquid, and gas.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Outline:Chapter 1: Introduction to Matter
- Show video preview to introduce the chapter and provide overview of chapter content. Discussion question: What makes seawater undrinkable? (too much salt)
Section 1: Describing Matter- Reading Preview: Have students create KWL chart and fill out first two columns before reading
- Hand out "Matter of Fact" and "What State Are We In?" (the state of confusion of the state of classification) Read and Discuss
- Introduction to key concepts: What kind of properties are used to describe matter? What are elements, and how do they relate to compounds? What are the properties of a mixture?
- Introduction to key terms: matter,chemistry,substance,physical property,chemical property,element,atom,chemical bond, molecule,compound,chemical formula,mixture, solution.
- Lab: Observing physical properties. (ice cube)
- Defining Elements: display a periodic table in classroom. Emphasize that elements are the simplest substances.
- Lab: What is a Mixture?
- Show Video Field Trip (Students will learn about water purification and understand differences between mixture and pure substances)
- Assessment
Section 2: Measuring Matter- Preteach: Sink or Float (demonstration with 2 bars of soap)
- Introduction to key concepts: What is the difference between weight and mass? What units are used to express the amount of space occupied by matter? How is the density of a material determined?
- Introduce key terms: weight,mass,volume,density,International System of Units
- Lab: Drawing conclusions (triple beam balance and objects of different mass)
- Handout: "Matter,Matter Everywhere"
- Assessment
Section 3: Changes in Matter- Relate cause and effect
- Inroduction to key concepts: What is a physical/chemical change? How are changes in matter related to changes in energy?
- Introduction to key terms: physical change,chemical change,law of conservation of mass,energy, temperature,thermal energy.
- Discovery Activity: Drawing conclusions (matter change)
- Assessment
Section 4: Energy and MatterIf you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. You should use the RI Lesson Plate Template to develop each lesson.Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.